South Carolina Learning Standards for Visual and Performing Arts — Grade 5


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D5-1.1

Demonstrate increasing awareness of strength, range of motion, agility, and coordination when alternating between locomotor and nonlocomotor movements.

D5-1.2

Identify and demonstrate basic dance steps, positions, and patterns in two or more genres or forms of dance.

D5-1.3

Create and refine simple transitions between shapes formed on low, middle, and high levels.

D5-1.4

Identify and demonstrate an increasing range of movement qualities (for example, sharp, smooth, swinging, shaking, loose).

D5-1.5

Demonstrate kinesthetic awareness, concentration, focus, and projection when performing movement skills.

D5-1.6

Demonstrate accurate memorization and replication of movement sequences.

D5-1.7

Demonstrate and use correct dance vocabulary to describe the actions (for example, skip, gallop, swing, bend) and movement elements (for example, levels, direction) in a brief movement study.

D5-1.8

Continue to refine technique through teacher correction and selfevaluation.

D5-2.1

Use movement exploration to discover, compose, and perform solutions to movement problems based on a variety of stimuli (for example, sensory cues, ideas, moods)

D5-2.2

Create a dance sequence, repeat it, and then vary it by making changes in the time, space, and/or force/energy.

D5-2.3

Identify and demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.

D5-2.4

Explore and demonstrate the principles of contrast and transition

D5-2.5

Work alone, with a partner, or in a small group during the choreographic process.

D5-2.6

Demonstrate the following partnering skills: creating contrasting and complementary shapes and receiving and supporting small amounts of weight.

D5-2.7

Analyze and describe the choreographic tools used in major dance works and in those of his or her peers.

D5-2.8

Use motif description/dance notation to create and record brief dance phrases.

D5-3.1

Identify and demonstrate the difference between literal and abstract gestures.

D5-3.2

Respond to and interpret dance by using appropriate terminology (for example, movement vocabulary, descriptive language, and dance notation).

D5-3.3

Explain the ways that different accompaniment (for example, sound, music, spoken text) can affect the meaning of a dance.

D5-3.4

Explain the manner in which lighting, costuming, props, and other scenic elements can contribute to the meaning of a specific dance.

D5-3.5

Create and perform a brief dance sequence that communicates a topic of personal significance.

D5-4.1

Create and demonstrate multiple solutions to several complex movement problems (for example, moving through space in a curved pathway while changing levels) and identify the most interesting solutions.

D5-4.2

Compare and contrast two very different dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), and/or force/energy/movement qualities (for example, weight, flow).

D5-4.3

Identify and describe aesthetic criteria within dances (for example, skill of the performers, originality of the choreography, intent of the choreographer).

D5-4.4

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

D5-5.1

Perform three or more simple folk dances, social dances, classical dances, and/or theatrical dances from a variety of cultures and identify and describe the similarities and differences among them.

D5-5.2

Compare and contrast the cultural and historical context of dance in different communities and cultures.

D5-5.3

Compare and contrast the works of past and present notable figures in dance.

D5-5.4

Observe and/or perform brief movement sequences from masterworks (with all copyright restrictions observed).

D5-6.1

Recognize the ways that healthy practices enhance one's ability to dance, demonstrating respect for his or her own physical well-being and that of others

D5-6.2

Identify and describe the ways that dance promotes strength, health, physical safety, and reduced risk of injury.

D5-6.3

Demonstrate warm-up exercises and explain the ways that warming up prepares the body for dancing.

D5-7.1

Identify, describe and analyze the similarities and differences among the arts.

D5-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

D5-7.3

Create a brief movement phrase that demonstrates an understanding of a concept or idea from another discipline or everyday life (for example, symmetry, asymmetry).

D5-7.4

Identify and describe the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, and the creative process across all of the arts).

D5-7.5

Identify and describe applications of technology and documentation in the field of dance (for example, technical production, dance notation, research, choreography, reconstruction of historical dance works).

D5-7.6

Identify and describe the responsibilities associated with various careers in dance.

MA5-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork

MA5-1.2

Use a variety of media technologies, techniques, and processes to communicate ideas

MA5-1.3

Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MA5-1.4

Utilize information literacy skills to make informed decisions about his or her use of digital tools and resources.

MA5-1.5

Demonstrate the use of self-led and peer-led instruction and assessment materials for evaluating media artwork.

MA5-2.1

Use media arts vocabulary to identify elements of artistic design specific to individual media.

MA5-2.2

Design and create media artwork that communicates his or her personal experiences.

MA5-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MA5-3.1

Identify and describe the purpose and the intended audience for a variety of media texts.

MA5-3.2

Interpret media texts, using overt and implied messages as evidence for his or her interpretations.

MA5-3.3

Express opinions about ideas, issues, and/or experiences presented in media texts and give evidence from the texts to support his or her opinions.

MA5-3.4

Explain why different audiences might have different responses to a variety of media texts.

MA5-3.5

Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MA5-4.1

Describe ways that the media arts relate to everyday life and to activities in the world at large.

MA5-4.2

Describe the relationship between the media arts and other arts disciplines and other content areas.

MA5-4.3

Explore the financial aspects of media arts productions, including budget responsibility and career opportunities.

MA5-5.1

Describe ways that media artwork from past and present culture has influenced human knowledge and experience

MA5-5.2

View and discuss media artwork that portrays the people and cultures of the United States.

MA5-5.3

Describe characteristics of the media arts that exist among diverse cultural and ethnic groups.

MA5-6.1

Describe and discuss human, cultural, and societal issues related to the media arts and the use of technology.

MA5-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MC5-1.1

Echo simple rhythmic and melodic patterns.

MC5-1.2

Sing songs independently and in groups with accurate intonation and in rhythm, using appropriate timbre, diction, and good posture while maintaining a tempo.

MC5-1.3

Sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.

MC5-1.4

Sing, alone and with others, a varied repertoire of music including songs, descants, ostinati, rounds, and two-part songs with and without accompaniment.

MC5-1.5

Sing in groups with good posture, matching dynamic levels, tempos, sustaining held notes, attacking and releasing the sounds together, and responding to the cues of a conductor.

MC5-1.6

Play pitched and unpitched instruments, alone and in ensembles, in rhythm with good posture, and dynamics, and timbre while maintaining a steady tempo.

MC5-2.1

Improvise rhythmic and melodic two- to four-bar question-and-answer phrases.

MC5-2.2

Improvise simple rhythmic variations and intentional melodic embellishments to familiar songs in a stylistically correct manner.

MC5-2.3

Improvise simple rhythmic variations and melodic embellishments.

MC5-2.4

Demonstrate creativity by composing and arranging music using traditional and nontraditional sound sources and music notation software (for example, Music Ace Maestro, GarageBand).

MC5-2.5

Compose and arrange short sections using the expressive elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics).

MC5-2.6

Work in a large group to arrange and perform accompaniments for one or two songs from repertoire employing a variety of formal structures such as AB, ABA, and rondo.

MC5-3.1

Use a system (for example, rhythm syllables, numbers) to read, write, and perform rhythmic notation incorporating whole, half, quarter, eighth, sixteenth, dotted half, and dotted quarter notes and corresponding rests.

MC5-3.2

Use a system (for example, solfge syllables, numbers, note names) to read, write, and perform an eight- to sixteen-measure melodic line in pentatonic, major, and minor tonalities.

MC5-3.3

Locate on the score and identify symbols and terminology for dynamics, tempo, and articulation and interpret them correctly when performing.

MC5-3.4

Use available technology to write notation with standard symbols for meter, rhythm, pitch, and dynamics.

MC5-4.1

Identify examples of musical forms including motive, four-bar phrase, canon, rondo, AABA, and theme and variation.

MC5-4.2

Demonstrate his or her perceptual skills by moving to, answering questions about, and writing about music that represents a diversity of musical styles.

MC5-4.3

Use musical terminology to explain basic music concepts including pitch, notation, meter, chords, tonality (major, minor, and pentatonic), voices, instruments, and performances.

MC5-4.4

Identify, describe, and classify by sight and sound a variety of instruments including orchestral, band, multicultural, and electronic.

MC5-4.5

Demonstrate creative movement and emotional response while listening to music.

MC5-4.6

Devise criteria for evaluating performances and compositions on the basis of music concepts.

MC5-4.7

Choose, from a list, appropriate music terminology to explain his or her preferences for specific musical works and styles.

MC5-5.1

Sing and listen to examples of music from various historical periods and cultures.

MC5-5.2

Describe ways that elements of music are used in music of various genres from the diverse cultures of the world.

MG5-1.1

Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture while maintaining a steady tempo.

MG5-1.2

Sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.

MG5-1.3

Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, rounds, and two-part songs partner songs, descants, ostinati, rounds, and two-part songs

MG5-1.4

Play pitched and unpitched instruments, alone and in ensembles, in rhythm with appropriate posture, dynamics, and timbre while maintaining a steady tempo.

MG5-1.5

Create 4 to 8 measure rhythmic and melodic phrases on classroom instruments and technologies.

MG5-1.6

Play rhythmic, melodic, and chordal patterns accurately and independently.

MG5-1.7

Play expressively a varied repertoire of music representing diverse genres, cultures, and historical periods.

MG5-1.8

Blend instrumental parts, match dynamic levels, and respond to the cues of a conductor when playing in ensembles.

MG5-1.9

Play independently complimentary and contrasting instrumental parts while others sing

MG5-2.1

Improvise rhythmic and melodic 2 to 4 measure question and answer phrases.

MG5-2.2

Improvise simple rhythmic and melodic 2 to 4 measure ostinati phrases and accompaniments.

MG5-2.3

Improvise simple rhythmic variations and melodic embellishments.

MG5-2.4

Improvise short songs and instrumental pieces using a variety of sound sources and technology.

MG5-2.5

Demonstrate creativity by composing and arranging music using traditional, non-traditional, and technological notation (Music Ace Maestro, and Garage Band in addition to previous examples).

MG5-2.6

Demonstrate creativity by composing and arranging music to accompany readings and dramatizations.

MG5-2.7

Compose and arrange short songs and instrumental pieces using the expressive elements of music.

MG5-3.1

Read, write, and perform rhythmic notation incorporating syncopation as well as whole, half, quarter, eighth, sixteenth, dotted half, dotted quarter notes, and corresponding rests.

MG5-3.2

Use an accepted methodology (syllable, numbers, or note names) to read melodic notation and write 8-16 measure melodic lines in pentatonic, major, and minor tonalities.

MG5-3.3

Identify symbols and terminology for dynamics, tempo, and articulation and interpret them correctly when performing.

MG5-3.4

Write notation for created phrases using standard symbols for meter, rhythm, pitch, and dynamics using available technology.

MG5-4.1

Identify examples of musical forms including motive, phrase, 4-bar phrase, canon, rondo, AABA, and theme and variation.

MG5-4.2

Demonstrate perceptual skills by moving, answering questions, and styles.

MG5-4.3

Use musical terminology to explain basic musical concepts including pitch, notation, meter, chords, tonality (major, minor and pentatonic), voices, instruments, and performances.

MG5-4.4

Identify, describe, and classify by sight and sound a variety of instruments including orchestral, band, multicultural, and electronic.

MG5-4.5

Demonstrate creative movement and emotional response to prominent music characteristics while listening.

MG5-4.6

Devise criteria for evaluating performances and compositions based upon musical concepts.

MG5-4.7

From a list, choose appropriate music terminology to explain their personal preferences for specific musical works and styles.

MG5-4.8

Apply music concepts when judging the quality of their performances.

MG5-5.1

Listen to examples of music from various historical periods and world cultures and identify the pieces by genre or style.

MG5-5.2

Describe how elements of music are used in music examples from various genres and cultures of the world.

MG5-5.3

Identify various uses of music in daily experiences and describe the characteristics that make a particular type of music suitable for each use.

MG5-5.4

Design a rubric for appropriate audience behavior and utilize that rubric to self-assess and critique the audience at a school and/or community performance.

MG5-6.1

Describe the roles of musicians and music careers in various settings and world cultures, identifying the skills necessary and income for those careers.

MG5-6.2

Explain the role of music in everyday life, celebrations, and special

MG5-6.3

Integrate music into creative writing, storytelling, poetry, dance, theatre, and visual arts, and other disciplines.

MG5-6.4

Identify how principles and subject matter of non-arts disciplines interrelate with those of music.

MI5-1.1

Sing the correct rhythms on pitch using neutral syllables, note names, or solfge while maintaining a steady tempo and meter.

MI5-1.10

Perform scales and music literature at level of difficulty comparable to that prescribed by the first-year method book.

MI5-1.2

Sing expressively with appropriate dynamics, phrasing, and interpretation.

MI5-1.3

Sing music written in two and three parts.

MI5-1.4

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

MI5-1.5

Play familiar music on an instrument by ear.

MI5-1.6

Play instruments expressively with appropriate dynamics and phrasing.

MI5-1.7

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.

MI5-1.8

Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills in response to the cues of a conductor.

MI5-1.9

Perform a variety of music representing diverse cultures, genres, and styles.

MI5-2.1

Play and embellish rhythmic and melodic patterns within a given meter and tonality.

MI5-2.2

Improvise simple harmonic patterns within a given meter and tonality.

MI5-2.3

Compose short musical ideas using appropriate musical notation.

MI5-2.4

Arrange short musical ideas for his or her instrument.

MI5-3.1

Read and notate whole, half, quarter, eighth, and dotted notes and corresponding rests in duple and triple meter.

MI5-3.2

Identify half and whole steps within given keys and sight-read music at a level of .5 on a scale from 1 to 6.

MI5-3.3

Identify, notate, and interpret symbols and terms of musical expression referring to dynamics, tempo, and articulation.

MI5-4.1

Identify simple music forms (for example, call and response, verse and refrain, AB, ABA) that are presented aurally and visually.

MI5-4.2

Listen and respond to basic elements of music representing diverse genres and cultures.

MI5-4.3

Use appropriate terminology to identify and describe music forms, notation, instruments, and performances.

MI5-4.4

Evaluate the music performances of others by using personal vocabulary and the criteria provided by the teacher.

MI5-4.5

Evaluate his or her own music performances by using appropriate terminology and the criteria provided by the teacher.

MI5-4.6

Use appropriate terminology to explain his or her music preferences.

MI5-5.1

Recognize and demonstrate the distinguishing characteristics of music from a variety of cultures and historical periods.

MI5-5.2

Recognize and demonstrate the distinguishing characteristics of music representing a variety of styles and genres.

MI5-6.1

Compare common music terms to those found in other arts disciplines (for example, tone, rhythm, volume, form).

MI5-6.2

Compare common music terms to those found in non-arts disciplines (for example, genre, program, dynamics, pitch).

MI5-6.3

Identify various musicians and describe their musical careers and skills.

MI5-6.4

Identify the different work that is involved in various types of musical performances.

MI5-6.5

Identify where and when we hear music and describe ways that music enhances everyday experiences.